Dimensions of Religion and Spirituality: A Longitudinal Topic Modeling Approach

In lieu of the traditional text data analysis methods, structural topic modeling was utilized to analyze the text contents of 255 self-report inventories of religion and spirituality (R/S) published from 1929 to 2017. The study had two objectives: (a) to clarify and identify the latent dimensions of R/S inherent in the items of the measures; and (b) to examine and demonstrate the usefulness of a longitudinal topic modeling in the study of R/S. We identified 5,617 unique text terms from the measures and fitted topic models on those terms to extract latent dimensions called topics. We also simultaneously analyzed the longitudinal effect of publication decade (i.e., 1950s–2010s) on the topics. A topic model with three topics was chosen to best support the data: Experience of Transcendence (Topic 1), Engagement in Transcendence (Topic 2), and Essence of Transcendence (Topic 3). In addition, the longitudinal analysis revealed that Topic 1 showed a continual increase over the decades, while Topics 2 and 3 both demonstrated a gradual decrease, in effect matching the general trend of Topic 1's increasing popularity in society and the academia.     

The Creativity Matrix: Spotlights and Blind Spots in Our Understanding of the Phenomenon

In this paper, we organize past and present theories and models of creativity by using a new conceptual framework—the creativity matrix—with the aim of highlighting the dimensions of creativity we know a lot about and those we tend to either ignore or find difficult to study. This matrix is formed by bringing together a developmental model of creativity (the 4 C's) and a structural one (the 5 A's). We start by briefly describing these two conceptual frameworks, and then, we proceed to exploring the matrix itself by describing how the 5 A's are dynamically organized at each “level” of the 4 C's. Importantly, our overview of the matrix is informed by existing models and concepts that address one of more of the C's and the A's. This gives us a unique opportunity to take stock of what has been studied so far and, toward the end, consider new avenues for the development of theory and research agendas within creativity studies.     

Rivals without a cause? Relative performance feedback creates destructive competition despite aligned incentives

Whether people compete or cooperate with each other has consequences for their own performance and that of organizations. To explain why people compete or cooperate, previous research has focused on two main factors: situational outcome structures and personality types. Here, we propose that—above and beyond these two factors—situational cues, such as the format in which people receive feedback, strongly affect whether they act competitively, cooperatively, or individualistically. Results of a laboratory experiment support our theorizing: After receiving ranking feedback, both students and experienced managers treated group situations with cooperative outcome structures as competitive and were in consequence willing to forgo guaranteed financial gains to pursue a—financially irrelevant—better rank. Conversely, in dilemma situations, feedback based on the joint group outcome led to more cooperation than ranking feedback. Our study contributes to research on competition, cooperation, interdependence theory, forced ranking, and the design of information environments.     

A National Survey of Trauma Training in Psychology Internships

Directors from psychology internship programs across the United States were asked to participate in a survey regarding their sites’ provision of services to traumatized populations and didactic and supervisory training offered to interns. All totaled, 259 training directors completed the survey. Using a point system, an impact score of training saturation was determined based on the content and frequency of training offered in didactic, supervision, or combined formats. Of these, all reported at least one trauma training opportunity in either didactic or supervision format. More than half indicated that they offered at least 1 to 3 hours of didactics on trauma per week (62.2%) and slightly less offered supervision-specific training opportunities (54.5%). However, only 30.8% identified training opportunities in trauma/posttraumatic stress disorder that reached a high level of saturation in training, meaning they offered training activities above the median impact score. The most commonly reported barrier to offering trauma training was related to being busy meeting other specialty or program requirements. Findings provide a preliminary overview of current training practices that can be useful to students seeking trauma internship placements and administrators and faculty who are looking to revise their curriculum.     

When do employees cross boundaries? Individual and contextual determinants of career mobility

This study investigates the joint effects of individual characteristics and the labour market on career mobility. We propose that level of education, openness to experience, and a favourable labour market relate positively to employees crossing organizational, industrial, and occupational boundaries. Management programme alumni (N = 503) provided information through an online survey about their career histories, their level of education, and their openness to experience. Additionally, we used the unemployment rate as an indicator for yearly changes in the labour market. The results of our cross-classified multilevel analysis indicate that both individual characteristics and the labour market are determinants of career mobility. Level of education had a positive effect on organizational and industrial boundary crossing, and changes in the labour market related to organizational boundary crossing. Against our assumptions, openness to experience had no effect on career mobility, and none of the predictors were related to occupational boundary crossing. Our results demonstrate the importance of investigating career mobility from a boundary perspective combined with a focus on both individual and contextual characteristics. The dominance of education compared to personality and the difficulty of explaining occupational mobility open new research avenues and yield practical implications for employees, career counsellors, and organizations.     

Differentiating crisis incidents: A replication study using the action systems model

Crisis incidents are volatile situations that can pose significant risk to those involved and to law enforcement. The idiosyncratic conditions that lead to such incidents, as well as their volatility, often militate against consistent explanatory models. However, the application of overarching paradigms, such as the action systems model, has shown some promise in imposing order in the domain. Recent research has successfully differentiated crisis incidents into the four distinct modes of the action systems model: conservative, adaptive, integrative, and expressive. The purpose of this paper is to attempt to replicate this recent study using 242 cases from the United States, Ireland, Canada, and Sweden. Data analysis involves smallest space analyses and constrained multidimensional scaling. Although the results supported the underlying structure of original proposed behavioural model, there are a few deviances. These differences along with the potential influence of cultural variations, offence variable selection, the type of incident, and the sample under scrutiny are discussed. It is evident that there remain several challenges, and further research is required, prior to developing a unified framework.     

一种非参数化的Q矩阵估计方法：ICC-IR方法开发

摘要：相对于参数化的方法,本研究根据题目测量模式关系开发出ICC指标,并提出基于理想得分的ICC指标法进行Q矩阵估计。Monte Carlo模拟研究与实证研究发现（1）基于理想得分ICC指标法估计Q矩阵具有很好的效果,当属性个数越少、基础题个数越多,估计效果越好。（2）相对于以往方法——D2统计量的方法,ICC-IR法效果更好,并且是一种非参数化的方法,计算简单快捷。（3）实证数据分析表明,ICC-IR法估计的Q矩阵在模型拟合度上也优于D2统计量方法。     

Emotional reactivity to daily events in youth with anxiety disorders

Background: Although research supports associations between anxiety and emotional reactivity in adults (Cisler, J. M., Olatunji, B. O., Feldner, M. T., &; Forsyth, J. P. (2010). Emotion regulation and the anxiety disorders: an integrative review. Journal of Psychopathology and Behavioral Assessment, 32(1), 68–82.), few studies have examined emotional reactivity in anxious youth (e.g., Carthy et al., 2010; Tan, P. Z., Forbes, E. E., Dahl, R. E., Ryan, N. D., Siegle, G. J., Ladouceur, C. D., &; Silk, J. S. (2012). Emotional reactivity and regulation in anxious and nonanxious youth: a cell-phone ecological momentary assessment study. Journal of Child Psychology and Psychiatry, 53(2), 197–206.). Methods: Using daily diary methodology, this study examined both negative affect (NA) and positive affect (PA) reactivity to daily events in youth diagnosed with anxiety (N?=?68; 60% female; 78% non-Hispanic White; M age?=?11.18 years, SD?=?3.17). We also examined whether parent-reported emotion regulation would predict emotional reactivity. Results: Participants reported more NA on days they experienced more negative parent and teacher events and less PA on days that they experienced more negative peer events. Additionally, better emotion regulation was associated with less NA reactivity to negative teacher events and to both negative and positive academic events. Conclusions: Interpersonal events have a salient effect on daily affect for anxious youth. Youth anxiety therapists should target emotion regulation associated with negative events involving adults and address barriers to developing and maintaining positive peer relationships.